Advisor

Powers, Robert

Committee Member

Blubaugh, Bill

Committee Member

Leth, Steven

Committee Member

Murry, Francie

Department

College of Natural and Health Sciences; Education Mathematics

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley (Colo.)

Publisher

University of Northern Colorado

Date Created

12-2019

Extent

156 pages

Digital Origin

Born digital

Abstract

Although concern about mathematical achievement inequities has become widespread, even in well-funded, high-performing high schools, unequal outcomes for minority and disadvantaged students can seem persistent and difficult to change despite strong efforts. This project reports on an ethnographic study that examined how social environments within schools can affect students’ choices of whether or not to attempt advanced coursework in mathematics, especially among marginalized groups like Hispanic minorities, low socio-economic status (SES) and rural populations. It considered how social and peer environments affect students’ approaches to schooling, and decisions they make that will have long-term implications for their futures. In particular, it focused on the academic cultures which arise around advanced tracks such as International Baccalaureate (IB) and AP classes, asking if those cultures may draw some students in and leave others out based on whether students can conform to cultural expectations within those peer subcultures. Finally, gender expression and gender norms were considered, especially as they intersect with academic norms and high achieving sub-cultures. This work may help schools to understand their own academic and gender cultures, making it possible for them to influence on-campus environments in order to create the opportunity for greater access to mathematics for all students.

Degree type

EdD

Degree Name

Doctoral

Local Identifiers

ScottJanda_unco_0161D_10801.pdf

Rights Statement

Copyright is held by the author.

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